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| dc.contributor.author | GESSESSE, W/MICHAEL G/HIWOT | |
| dc.date.accessioned | 2017-08-01T03:42:17Z | |
| dc.date.available | 2017-08-01T03:42:17Z | |
| dc.date.issued | 2017-08-01 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7497 | |
| dc.description | Thesis Submitted to the Graduate Program In Partial Fulfillment ofthe Requirement for the Degree ofMaster of Education in Curriculum Studie | en_US |
| dc.description.abstract | Various factors have been thought ofas influential elements that affect students academic achievement in the schools. The purpose of this study was to assess major problems influencing academic achievements of students of grade ten in Mekelle Zone. The study focuses mainly in school factors; like students, teachers, school facilities, curriculum contents relevant to students' experiences; Teacher utilization of instructional methods and school leadership related factors. The study includes government schools located in Mekelle Zonal town. Sample groups have been selected from three schools; 292 students, 58 teachers, 6 supervisors and 15 parents. Data collected using questionnaire and unstructured interview, observation to school facilities and roster 1st semester 2002 students' result also used to compare the current result with standards. Descriptive statistical result revealed that teachers qualification of the sample government schools were all degree holders The majority (70%) of students perception on teachers related factors affect students' academic achievement interest to teach, ability to teach, steady support to students success, utility of teaching materials, understanding students problem, using variety assessment techniques, immediate feedback to students and quality assessment techniques is found low and mean value of (2.85) below the expected mean (3. 0). Similarly Students' agreement result showed utilization of traditional method of teaching: such as teachers fully expressing, direct questing, demonstration and lecturing showed mean value of (3.71) rather than active learning teaching methods of discussion, independent assignment group presentation and discovery methods with Mean value of (2.56.) student related factors; good study habit, motivation to learn, attention to learn, interest to learn, effort to success with high achievement andfeeling of completion in learning is found below average with mean value (2.54) . Majority of the teachers (61 %) agree that students related characteristics are responsible to low academic achievement. In comparison of students' teacher made assessment scores with Ministry of education setting standards achievement of students is found below the expected standard. Almost all students and teachers belief that curriculum contents grade ten subject textbooks relevant to students learning experience is found medium. Investigations ofthe school facilities, laboratory ofscience subjects, pedagogical centres, textbooks of social sciences, library and reference books, and computers have shown remarkable shortage and services given to students are poor. Relatively, availability of textbooks of natural sciences languages and plasma tv are found medium.. Perception of students and teachers on school leadership effectiveness, skill to manage school activities, fairness support to students and creating good condition for school stake holders for school activities are found medium. But teachers' perception found greater than students. Finally, based on the findings, summary, conclusion and recommendations forwarded with suggesting possible options for the concerned education activists. | en_US |
| dc.subject | Teacher Education and Curriculum Studies | en_US |
| dc.title | FACTORS AFFECTING ACADEMIC ACHIEVEMENT OF GRADE TEN STUDENTS IN MEKELLE ZONE, TIGRAY REGION | en_US |
| dc.type | Thesis | en_US |
